Calgary Cambridge: teaching and learning communication
skills in medicine"What is it exactly that you want to teach?"
These Calgary Cambridge pages are mostly derived from
the work of Kurtz SM, Silverman JD, Draper J and is clearly referenced in
full in the two books:
and enhanced by a recent publication:
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- Agenda-led outcome-based analysis
- Building a supportive climate
- The Calgary-Cambridge observation guide to the consultation
- The enhanced Calgary—Cambridge framework (diagrammatic)
- Computer skills for the Calgary-Cambridge observation guide
- Teaching the behavioural tools
- Calgary-Cambridge in more depth
- Some notes on selected aspects
- Beginnings
- How to structure a consultation
- Understanding the patient's perspective
- Screening for problems that the patient wishes to discuss
- Developing rapport
- What is the research evidence that rapport building skills make a difference to the medical consultation?
- Research evidence on ending the consultation
- Shared decision making
"Apparent setbacks, though uncomfortable, are often a prelude to great leaps forward"
Consultation skills teaching log
using Calgary-Cambridge model
COT to Calgary Cambridge
teaching session
Communication skills patient questionnaire for evaluation of the doctors
skills
Effective Professional Interactions
Skills based communication training
Reference:
- Kurtz SM, Silverman JD, Draper J (1998) Teaching and Learning Communication Skills in Medicine. Radcliffe Medical Press (Oxford)
- Silverman JD, Kurtz SM, Draper J (1998) Skills for Communicating with Patients. Radcliffe Medical Press (Oxford)
- Kurtz S, Silverman J, Benson J, Draper J (2003) Marrying Content and Process in Clinical Method Teaching: Enhancing the Calgary-Cambridge Guides Academic Medicine;78(8):802-809
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